Unit Guide Essay Example

Unit Guide Essay Example Unit Guide Essay Unit Guide Essay List of changes since first version was published Learning Outcomes Graduate Capabilities Discipline Specific Knowledge and Skills Critical, Analytical and Integrative Thinking Creative and Innovative Effective Communication Engaged and Ethical Local and Global citizens Capable of Professional and Personal Judgement and Initiative Problem Solving and Research Capability 4 5 6 6 6 7 7 8 8 8 Assessment Tasks Group Presentation Written Assignments Class participation 10 10 11 12 Unit Schedule Delivery and Resources Policies and Procedures Student Support Student Enquiry Service Equity Support IT Help 14 18 22 2 22 22 22 Page 2 of 22 General Information Convenor and teaching staff Unit Convenor: Shirley Chan Email: shirley. [emailprotected] edu. au Credit Points 3 Prerequisites CHN209 or permission of Executive Dean of Faculty Corequisites N/A Co-badged status N/A. Unit Description This course focuses on some central topics in the field of Chinese history. Such topics may include a parti cular historical period or event, a school of thought, particular philosophical or historiographical texts, or issues relating to the process of history making itself, that helped to shape the socio-cultural spheres of China’s existence.Students will read and analyse sources in Chinese and English relevant the specific topics. A level of Chinese approximately equal to HSC for Background Speakers is required as class discussions will be mainly in Chinese. Page 3 of 22 List of changes since first version was published Date 13/07/12 30/01/12 30/01/12 Change The Description was updated. The Description was updated. The Description was updated. Page 4 of 22 Learning Outcomes At the end of this unit students will have developed the following skills: 1. To appreciate the long and dynamic Chinese history and culture. 2.To improve understanding of the central issues of Chinese history, from historiorgraphical and archaeological sources. 3. To gain familiarity and facility with concept s, themes and theoretical perspectives on Chinese history and Chinese historiography. 4. To demonstrate capacity for analytical and critical thinking as well as appreciation of, and respect for cultural diversities 5. To engage in independent and reflective learning through assessing and responding to ideas 6. To develop an ability to work with and collaborate with others effectively and communicate findings to other fellow studentsPage 5 of 22 Graduate Capabilities This unit provides opportunities to develop in the graduate capabilities in the following ways: Discipline Specific Knowledge and Skills Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards.They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems. This graduate capability is supported by: Learning Outcome Learning Outcome Learning Outcome Learning Outcome Assessment Task Assessment Task Assessment Task Class participation and attendance 2 Written Assignments (30% each) To improve understanding of the central issues of Chinese history, from historiorgraphical and archaeological sources.To gain familiarity and facility with concepts, themes and theoretical perspectives on Chinese history and Chinese historiography. To demonstrate capacity for analytical and critical thinking as well as appreciation of, and respect for cultural diversities Group Presentation To appreciate the long and dynamic Chinese history and culture. Critical, Analytical and Integrative Thinking We want our graduates to be capable of reasoning, questio ning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique Page 6 of 22 onstraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy. This graduate capability is supported by: Assessment Task Assessment Task Assessment Task Group Presentation 2 Written Assignments (30% each) Class participation and attendance Creative and Innovative Our graduates will also be capable of creative thinking and of creating knowledge.They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking. This graduate capability is supported by: Assessment Task Assessment Task Assessment Task Group Presentation 2 Written Assignments (30% each ) Class participation and attendance Effective Communication We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences.We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate. This graduate capability is supported by: Assessment Task Assessment Task Group Presentation 2 Written Assignments (30% each) Page 7 of 22 Assessment Task Class participation and attendance Engaged and Ethical Local and Global citizens As local citizens our graduates will be aware of indigenous perspectives and of the nations historical context.They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society. This graduate capability is supported by: Assessment Task Assessment Task Assessment Task Group Presentation 2 Written Assignments (30% each) Class participation and attendanceCapable of Professional and Personal Judgement and Initiative We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments. This graduate capability is supported by: Assessment Task Assessment Task Assessment Task Group Presentation 2 Written Assignments (30 % each) Class participation and attendanceProblem Solving and Research Capability Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and Page 8 of 22 solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations. This graduate capability is supported by: Assessment Task Assessment Task Group Presentation 2 Written Assignments (30% each) Page 9 of 22Assessment Tasks Task Weight Due Date Linked Learning Outcomes Group Presentation 20% one week in Week 3-13 Written Assignments 60% Weeks 7 and 12 1, 2, 3, 4, 5 1, 2, 3, 4, 5, 6, 8 2 Written Assignments (30% each) Class participation 20% Every week in class 1, 2, 3, 4, 5 1, 2, 4, 5, 6, 8 Class participation and attendance 1 , 2, 3, 4, 5, 6 Linked Graduate Capabilities 1, 2, 3, 4, 5, 6, 8 Group Presentation Brief Description Group Presentation Due Date: one week in Week 3-13 Weight: 20% There will be one group (2 people) presentation. In the beginning of the semester, you will be asked to choose a tutorial topic.You are expected to lead a discussion on your chosen topic for that week. Your oral presentation is expected to be 6-7 minutes in length (no more than 4 min each person). You have to finish your presentation within the time limit or marks will be deducted. The group project should reflect the collective efforts of every member of your group. You should be prepared that the rest of the class will raise questions. You will need to prepare a 2 page report which needs to be handed in. In preparing to lead discussion, you may wish to consider the following questions: 1)What are the readings about? )What are the main points being argued? 3)What evidence is marshalled to support the author’s arg ument? 4)Do you agree/disagree with the arguments put forward in the readings? Page 10 of 22 5)What did you find most interesting about the topic or the reading? 6)How does this topic/discussion contribute to your understanding/knowledge of Chinese culture and society? Written Assignments Due Date: Weeks 7 and 12 Weight: 60% Students will submit two written assignments, one in Chinese and one in English on a chosen topic which needs to be approved by the convenor. Details will be posted in Blackboard.These assignments should be your own original work. Plagiarism is not acceptable (For further information and advice, see www. student. mq. edu. au/plagiarism). You marks will be determined by but not limited to: a) Grasp of the task and focus. Are you really answering the question(s)? Is there a well-defined framework or scope of argumentation? b) Knowledge of content and research. For example, is there a well-developed argument/critique? Does the essay re? ect a clear insightful knowl edge of the topic in a clear and critical analysis? Does the written work re? ect a substantial and skilful research e? rt? The essay may incorporate text materials linked together with your own commentary and conclusions. This will involve research activities such as locating materials, books and journal articles. c) Creativity and judgement. Does the essay show good judgement in the selection or arrangement of materials? Is there an evidence to support your argument/thesis? d) Communication and presentation. Does the work show a good job of the technical aspects of writing an essay? What will be assessed here also include such matters as grammar, punctuations, spelling, presentation of source citations, etc. ) Referencing and ethical use of materials. All cited works need to be properly acknowledged. Is referencing consistent and precise? Required and recommended resources Readings in research and translation methodologies, see also: Page 11 of 22 Writing a Research Paper An excel lent guide from Purdue University http://owl. english. purdue. edu/owl/resource/658/03/ There are many more guides available online as well as in the library. Students will only be granted extensions/special consideration with valid reasons (eg. serious and unavoidable disruption from completing any unit requirements in accordance with their ability. ) Work that is submitted late will be subjected to an assessment penalty if an extension has not been granted. Even where an extension has been given, a penalty may still be imposed if fairness to other students requires this. The general guideline is that 5% will be deducted for the first day and 2% for each day in subsequent days. Class participation Due Date: Every week in class Weight: 20% Class attendance and participation in discussion is required.Participation will be marked on attendance, willingness to participate in class discussion, preparation and performance of reading and responding to questions. Students are expected to b e well prepared in order to participate in class discussion – this will ensure good use of class time as well as improving your learning skills and sharing your knowledge with others. Class attendance and participation is expected and will be part of the assessment. This means you not only come and sign in the class but come well prepared and participate in class discussion.You need to read the assigned reading material and think about the topics and share your thought with others. Your marks for class attendance and performance will be determined by a) Whether you attend class regularly or not; Page 12 of 22 b) How much effort you have taken to prepare for the class; c) How actively you participate in class discussion; and d) How helpful your comments are on the work of our fellow students. Page 13 of 22 Unit Schedule Lecture Tutorial readings /discussions Assessment Week 1 Introduction to the unit Meet your peers and introduce yourself; choosing a presentation topicThe Stud y of Chinese History: Retrospect and Prospect Week 2 Early Chinese Historical Works Yu in Kao, pp. 7-26; or Yu Yingshi, pp. 1-20. Class participation/discussion (The Study of Chinese History: Retrospect and Prospect) Week 3 Archaeology and History Burton in Kao, pp. 35-48. Class participation/discussion (Early Chinese Historical Works) Week 4 Palaeography, Philology and History Li, pp. 47-80. Class participation/discussion (Archaeology ; History) Week Page 14 of 22 Class 5 The Various Medium of Historical Writings I Li, pp. 81-156. participation/discussion (Palaeography, Philology and History)Week 6 The Various Medium of Historical Writings II Li, pp. 157-234. Class participation/discussion (The Various Medium of Historical Writings I) Week 7 Myth, History, Cultural Values, Social Tensions Li, pp. 234-264. Class participation/discussion Assignment 1 due today (The Various Medium of Historical Writings II) Week 8 Power of Writing east-asianhistory. net/textbooks/PMChina/ch12. htm Cl ass participation/discussion (Myth, History, Cultural Values, Social Tensions) Page 15 of 22 Week 9 History and Writing the State Lewis, pp. 1-11. Class participation/discussion Power of Writing) Week 10 History and Writing the Masters Lewis, pp. 13-48. Class participation/discussion (History and Writing the State) Week 11 Writing the Past Lewis, pp. 53-98. Class participation/discussion (History and Writing the Masters) Week 12 The Political History of Writing Lewis, pp. 195-240. Class participation/discussion Assignment 2 due today (Writing the Past) Week 13 Revision Feedback/evaluation Lewis, pp. 287-307. Class participation/discussion (The Political History of Writing) Page 16 of 22 Page 17 of 22 Delivery and Resources Recommended Texts and/or MaterialsChang, K. C. The Formation of Chinese Civilization: an Archaeological Perspective. Yale University Press. 1988. Ebrey, Patricia, Buckley. Cambridge Illustrated History of China. (2 nd ed). Cambridge University Press. 2010. (Availa ble in the Co-op bookshop) Elman, Benjamin ; Kern, Martin (eds). Statecraft and Classical Learning: The Rituals of Zhou in East Asian History (Studies in the History of Chinese Texts). Brill Academic Publishing. 2009. Hsu, C. Y. Ancient China in Transition: An Analysis of Social Mobility 722-222 B. C. Stanford University Press. 1965. Kao, George.The Translation of Things Past: Chinese History and Historiography. Hong Kong: the Chinese University Press. 1982. Lewis, Mark, Edward. Writing and Authority in Early China (SUNY Series in Chinese Philosophy and Culture). State University of New York Press. 2007. Li Xueqin ; Guo Zhikun. . Shanghai: Shanghai Keji Jiaoyu. 2002. Page 18 of 22 Pine, Yuri. Envisioning Eternal Empire: Chinese Political Thought of the Warring States Era. University of Hawaii Press. 2009. Puett, Michael J. To Become a God: Cosmology, Sacrifice, and Self-Divinization in Early China (HarvardYenching Institute Monograph) Harvard University Asia Centre. 004. Schwartz, B enjamin. I. The World of Thought in Ancient China. Belknap Press of Harvard University Press. 1985. Schuberg, David. A Patterned Past: Form and Thought in Early Chinese Historiography (Harvard East Asian Monographs). Harvard University Asia Centre. 2002. Wang, Aihe. Cosmology and Political Culture in Early China (Cambridge Studies in Chinese History, Literature and Institutions). Cambridge University Press. 2000. . . . 1985. Zhao Yi bookshop) , Zhao Yifeng (eds). Ancient Chinese History. Beijing: Higher Education Press. 2010. (Available in the Co-opYou will find some of the URL links containing materials on Chinese history, archaeology, art, culture extremely handy. Among these are: chinapage. com/ princeton. edu/~classbib/ Page 19 of 22 This pointer will bring up the introduction page of the Classical Chinese Historiography for Chinese History. Scroll down to get to the table of contents. The display includes full-style Chinese characters (fanti zi), but you will only be able to display them if the computer you are using is equipped with Chinese script. Otherwise they will display as gobbledy-gook, but this does not matter to the rest of the bibliography.The most useful section for this course is section 9: Select Bibliography of Chinese Classics and Literature in Translation With Recent Related Histories; Section 10: Selected English Bibliography For Chinese Civilization: A Brief Historical Survey. You can reach this by using the contents page. Unit Webpage and Technology Used and Required Students should check iLearn regularly under the unit concerned, for announcements and updated information. Library Databases Students should make good use of the library databases for scholarly articles, books and other sources of information, which is an essential part of learning and research skills. ttp://www. library. mq. edu. au/ Please note that attendance at all classes is compulsory. This applies particularly to assessments. Students will only be granted extensi ons/special consideration with valid reasons (eg. , serious and unavoidable disruption from completing any unit requirements in accordance with their ability. ) Work that is submitted late will be subjected to an assessment penalty if an extension has not been granted. Even where an extension has been given, a penalty may still be imposed if fairness to other students requires this.The general guideline is that 5% will be deducted for the first day and 2% for each day in subsequent days. Special Consideration Policy Page 20 of 22 mq. edu. au/policy/docs/special_consideration/policy. html Applying for Special Consideration Students applying for Special Consideration circumstances of three (3) consecutive days duration, within a study period, and/or prevent completion of a formal examination must submit an on-line application with the Faculty of Arts. For an application to be valid, it must include a completed Application for Special Consideration form and all supporting documentatio n.The on-line Special Consideration application is found at: arts. mq. edu. au/current_students/undergraduate/admin_central/special_consideration. Page 21 of 22 Policies and Procedures Macquarie University policies and procedures are accessible from Policy Central. You may find of particular interest those which can be found in the Learning and Teaching category. Student Support Macquarie University provides a range of Academic Student Support Services. Details of these services can be accessed at: mq. edu. au/currentstudents/. Student Enquiry ServiceDetails of these services can be accessed at student. mq. edu. au/ses/. Equity Support Students with a disability are encouraged to contact the Disability Support Unit who can provide appropriate help with any issues that arise during their studies. IT Help If you wish to receive IT help, we would be glad to assist you at http://informatics. mq. edu. au/help/. When using the universitys IT, you must adhere to the Acceptable Use Policy . The policy applies to all who connect to the MQ network including students and it outlines what can be done. Page 22 of 22

OBESITY HEALTH PROMTION AND PUBLIC HEALTH Essay

OBESITY HEALTH PROMTION AND PUBLIC HEALTH - Essay Example Another interesting findings about obesity in U.K. is that the rate of increase in obesity was highest among middle aged (55-64) men. In 1994, around 18 percent of total middle aged men were obese, while in 2006 the rate stood at around 36 percent. (Trends in the prevalence of overweight and obesity)     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Today people irrespective of their ages are less interested in spending time in exercising or other outdoor activities. Along with it the busy families of today’s world have little free time to prepare nutritious, home-cooked meals. Eating out on a daily basis is becoming a part of everyday life of adults as well as adolescent members, particularly in westernized culture. Obesity poses a great problem to society.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Looking at the severity of the issue the present paper seeks to examine several epidemiological issues related to obesity in U.K., different health promotion initiatives taken by the government to tackle this problem, the possible public health care interventions using health promotion theories, and finally make some evaluation of the programs under taken by the U.K. government.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Having a few extra pounds in one’s body does not imply obesity. Usually, in medical terms a person is considered to be obese when his weight is at least 10 percent more compared to the recommended weight for his height and frame of the body. For obese people, their excessively heavy weights endanger their health. Obesity is gaining much attention because in the westernized societies including U.K is increasingly being found to be responsible for higher degree of mortality as well as morbidity. The more alarming thing regarding obesity is that initially the problem of obesity have been concentrated among adults only, but over time, increasing problems related to obesity are being diagnosed among children also. According to the Health Survey of England 2002,

Business Law Essay Example | Topics and Well Written Essays - 250 words - 44

Business Law - Essay Example The company should seek a temporary work permit in the United States. The company should also seek the assistance of an approved attorney who prepares the form "I-94---Arrival and Departure Record making it easier for contractors to work efficiently in America. The company should also seek labor certification from the immigration office for their constructors. We are a foreign construction company seeking to expand our services to the United States. The letter aims to inform and register our company with the tax department as a move to comply with the necessary tax obligations. Mrs. Photolover failed to seek the necessary copyright when selling the photographs though she specified the exceptions. Mr. Likesdrawing used someone’s material outside the stated exceptions without the consent of the developer. Mrs. Photolover should sue to discontinue the sale of the said pictures and obtain a valid copyright. Mr. Likes drawing should argue on the basis of fair usage as the picture lacks a valid copyright. Producers developed an anti-competitive practice that involved price fixing. Consumers are protected by law from acts of price fixation, and the companies can be sued. The Sherman Act prevents acts of collusion among producers to fix prices, and violations attract fines of up to $10 million for corporations and $350000 or a three-year imprisonment or both for individuals. The case relating to Apple Corporation is based on the antitrust laws and competition issues. The possible outcomes include the requirement for Apple to prove that their acquisition is based on economic policies and also illustrate the desire of a fair competition with no intention of unfair practices. Where Apple fails to prove the fair competition, the European Commission will illustrate its fears before the judge. The judge can abolish the deal in venturing in the music streaming industry or provide various obligations that the company has to follow. A similar case example involved the case

Story begun Essay Example for Free

Story begun Essay He was a basic middle class male who was raised to respect women and never hit them. His name was John, an author of 2 best selling books and had started his own publishing house in short he got it all to be a best husband and father. He is my friend. His story begun when his wife wanted to have a sperm donor in order to get pregnant, even though their doctors agreed that both of them are physically fine and there’s no reason for his wife not to get pregnant and it was just 4 months since they are trying but it seems that his wife was on rush for everything. On a Saturday evening of 1994, his wife Maria slapped him so hard when disagree with her idea of having a sperm donor, he had confronted her not to do that again but instead she just verbally abused him by saying harsh things such as â€Å"Coward dog! † These things hurt him physically and emotionally. It hasn’t end there his wife’s friend left a note that his wife would just use him to have a baby and later on dumped him for divorce. Worst comes to worst when his wife was also hurt his mother physically which had resulted to a bone fracture in knees and hands. Look more:  the story of an hour literary analysis essay All of these incidents were reported to 911 but ironically who would believe in our society that a man could be called a battered husband? The police even threatened him that he will be arrested for trespassing (imagine in his own house, which he bought by his own money), if he will go back inside the house. Instead of arguing with the police and wait for the medical assistance for his mom, he just drove away and went to the nearest hospital and let the doctor examined his mother. As of today, John got his divorce and never saw his wife again, but the sad part of this is he got no justice at all. Imagine if the situation was reversed: the husband slapped his healthy wife for not having a child after 4 months of trying, shrugged off a written letter found by his wife where the husband agreed with his buddy about dumping his wife after tricking her to get pregnant, beat his wifes mother badly enough to required x-rays. Do you really believe the police and the courts would have treated that case in the same way? Nowadays we have so many crisis centers for abused and molested women and children. This centers helped them to get out and win the battle that they are facing but how about our counterparts? I mean those MEN in our communities, especially my friend, yes they can be also victims of violence, and they also need the same kind of attention and protection. Our society and government should take these laws in general and not by gender as what was John had experienced, people should not be biased about this matter just because the victim is a man.

piagets early adulthood stage :: essays research papers

Marshall is a twenty-three year old male in the early adulthood stage of development. He has been married for almost a year now and has a 6-month-old child. He and his wife have recently bought their first home. He us almost finished with his bachelor’s degree in banking and finance. He is taking a few classes while also working a high stress full-time job.   Ã‚  Ã‚  Ã‚  Ã‚  As far as physical development, he is in good health. He may be a few pounds overweight because he has become more sedentary since he has been in school full-time and working full-time. He has no substance problems in fact, he has never smoked a cigarette, drank alcohol, or tried any drugs is his life.   Ã‚  Ã‚  Ã‚  Ã‚  In his cognitive development, he has attended five years of college and will graduate this may with a degree in banking and finance. According to John Holland, Marshall is a person of conventional personality. Holland says that Marshall’s personality type like well-structured tasks and values material possessions and social status, which are traits well suited for his finance career. He seems to be some like the conventional personality but mostly his personality falls more in the enterprising category. He is adventurous, persuasive, and a strong leader. So he is definitely a blend of these two personality types.  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  In emotional development, Marshall seems to have mastered Erikson’s intimacy versus isolation conflict. He has a healthy marriage, and many other close relationships such as friends, family, and coworkers. Marshall also follows Levinson’s early adulthood stage with dreams for his life. His dreams are mostly individualistic and he sees his wife as a supporter of his goals and a primary caregiver for the children. Marshall’s marriage is considered a traditional marriage according to the text, where his wife does the housework and cares for him and the children.   Ã‚  Ã‚  Ã‚  Ã‚  Marshall had made the transition to parenthood quite well. He had some maturing to do and realizing that his needs no longer came before someone else’s.

Illustrate from ‘The Pardoner’s Tale and Prologue’ the Pardoner’s skill as a preacher

People sought salvation with devotion as The Black Death swept across Europe. The pre-science era when Chaucer wrote The Canterbury Tales meant priests faced an increasing workload, introducing monetary payments in exchange for remission of sin or penances (punishment). The responsibility of the collection of this money went to quaestores. These quaestores1 did not always have a firm connection with the Church, and definitely not with the artes praedicandi, the collected thought embodied in the theory and art of preaching. However, the new direction the Church took became a rampant breeding ground for forgers and confidence tricksters such as the Pardoner, preying upon the fears of the diminishing population for personal gain. The artes praedicandi was divided into two areas, the moral and the technical. With the moral, the preacher, genuinely inspired, was to be the mouthpiece for the Holy Spirit. There is no question that Chaucer's Pardoner is a completely immoral creature, his motives selfish and his interests in human art more important than guidance from God. However, in the technical aspect of preaching he excels. Medieval practice and sermon called upon the preacher to provide religious teaching as well as entertainment.2 Gardiner writes of elements of convention in the traditional Medieval religious lesson and the Pardoner covers all of them. The first, statement of theme, is a biblical text and in the Pardoner's case it is, ‘Radix Malorum Est Cupiditas', the love of money is the root of all evil.3 ‘The Exemplum', a story to illustrate the text, is taken care of in the tale of the riotours' search for death. The discourse of the sins of drunkenness, gluttony, gambling, blasphemy and swearing could be considered the dilatatio, detailed explaining of the text, and set after the story's close, the peroration, a discussion and application of the text. The Pardoner's Prologue sets up a universally held view, that the Pardoner is full of the very sins he preaches against, he seeks to become sin itself and is master of his own damnation. The Pardoner has with him firm establishment of authority and credibility, ‘bulles of popes and cardinales' that grant him powers of absolution. â€Å"And I assoille him by the auctoritee Which that by bulle ygraunted was to me† By this gaude have I wonne, yeer by yeer, An hundred mark sith I was pardoner† (103-6) The Pardoner also has a piece of the sail of the ship St. Peter had sailed upon the Sea of Galilee, the Virgin Mary's veil and a relic that cures jealousy and helps livestock and their farmers and the magic mitten! As part of the audience of pilgrims and readers, we are aware that these holy relics are pure counterfeit, but to the frightened believer in an age of magic surrounded by death, the Pardoner's offer of help seemed sensible rather than silly. Chaucer gives us here a visual image laid so over the top of ‘heer as yelow as wex', that it allows room for him to describe the physical movements of the fake. The Pardoner evangelises with energy- â€Å"Thanne payne I me to strecche forth the nekke And est and west upon the peple I bekke, As dooth a dowve sittinge on a berne Minde handes an my tonge goon so yerne† (108-11) And authority- â€Å"I stonde lyk a clerk in my pulpet† (107) His storytelling is full of naturalistic dialogue and personification, the ‘riotoures thre' representing the condemned sins of drunkenness, gambling and blasphemy. The latter of these also helps to pull his congregation or customers in with the tactic of shock. He incorporates everyday experience in to the sermon. Cookery and wines are mentioned in verse of political consumer advice. There is even a laugh to be had when he describes a drunk man snoring: â€Å"And thurgh thy dronke nose semeth the soun As though thou soydest ay ‘Sampsoun! Sampsoun!' And yet, God woot, Sampsoun drank nevere no wyn† (267-9) If that doesn't seal the deal, the one about the adulterous wife with two to three priests should! It is clear the Pardoner values entertainment highly, and this is in place to draw in those who have no interest in God. An important component of fourteenth century ministering was the recommendation of the use of ensamples, specific incidents used to prove or push a general assertion. To the â€Å"lewed† the Pardoner may appear as a learned man,, drawing on works from the stoic philosopher Seneca and philosopher and scientist Avicenna (Ibn Sina). He makes reference to De Contemptu Mundi by Pope Innocent III, the theologian St. Jerome's Adversus Jovinianum and St. John of Salisbury. His knowledge of the Bible is as impressive as his secular incorporatings. He quotes or hints at the contents of Genesis, Proverbs, Ecclesiasticus, the Gospels and the epistles of St.Paul. He refers to a wide variety of texts, and if they were obscure the more likely they would be associated solely with the Pardoner, perhaps of his own invention. His tongue of â€Å"hauteyn† tone uses a number of stylistic devices, common among legitimate preachers. Repetition is the most common; overuse of the biblical passage and over-stressing of the same five sins is practised, making sure words are stuck firmly in the memory or minds of the listeners through its amplification and emphasis. Onomatopeia, as mentioned is used to imitate the heavy breathing of a drunk, and the glutton, â€Å"That may go thurgh the golet softe and swoote, Of spicerie of leef and bark and roote† (257-8) He also uses apostrophe, â€Å"O wombe! O bely! O stinking cod!† (248) His narration is packed with exclamation, as he uses heavy punctuation to increase emotional impact. His tale and sermon manipulate suspense, his voice, playing each of the parts, shifts in tone and volume. From complexity to simplicity and back, the lesson is rich in climax and anti-climax. He is a natural performer and a cunning predator, â€Å"For though myself be a ful vicious man, A moral tale yet I yow telle kan, Which I am wont to preche for to winne† (173-5) c. Andrew Luke 2002

Essay about Animal Testing is Wrong - 1814 Words

Animal Testing and Why it is Wrong Imagine a cold dark room with cages lined against the walls. The living creatures echo throughout the building as if the entrapped animals are able to sense their fate. Lying on a table are several rabbits strapped down with tiny cups attached to their bellies. These rabbits go through an enormous amount of pain due to the fact that they are not given painkillers of any sort. Sadly, these animals are being used for scientific experimentation. It is a debate that has taken place for several years and it continues to be an ongoing battle. Do animals have rights and is animal testing wrong. In 1824 The Society for the Prevention of Cruelty to Animals in England was formed and since then there†¦show more content†¦Many of these animals are killed unnecessarily to test various household products and cosmetics. The animals being tested include; dogs, cats, rabbits, rats, guinea pigs, hamsters, and primates. There are several different types of test performed on these anima ls. Here are just a few with a brief description on the test and the effect that it may have on the animal: The Draize Eye Test is a test where irritating and toxic substances are applied to the eyes of animals usually rabbits. These animals are held in stocks to keep them from dislodging these substances from their eyes and usually go blind after the test. These animals suffer excruciating pain which can last up to twenty one days. After test is complete these animals are usually killed or used for other test. The Dermal Toxicity Test is a test where animals are out into devices and are unable to move. Then caustic substances are applied to their shaved skin to determine the levels of irritation. The Lethal Dose is used to determine the quantity or concentration that will cause death. This procedure is done in various ways, including; force feeding, injection, or inhalation. Animal Testing- Inhumane and Inaccurate These various test can cause the animals to have convulsions, vomiting, diarrhea , paralysis, and bleeding from the eyes, nose, mouth, and skin. The duration of these types of test can last for years.Show MoreRelatedAnimal Testing Is Wrong?1288 Words   |  6 Pages ANIMAL TESTING IS WRONG The words animal testing mean to perform procedures on living animals for the research of basic human biology and diseases, finding out the effectiveness of new medical products, and testing the human health and environmental safety of consumer and industry products like cosmetics, household cleaners, food additives, pharmaceuticals and industrial/agro-chemicals and means using other living organisms except humans for testing. All procedures, even those classifiedRead MoreIs Animal Testing Wrong?923 Words   |  4 PagesIs Animal Testing Wrong? It s on the internet, it s in magazines, it s even on the news. Animal testing is a major debate among both academics and everyday people. The most common animals used in testing ae mice, rats, and apes. Some people think that animal testing is obsolete in this day and age but it isn t obsolete because animal testing helps determine what chemicals are potentially harmful to humans, it helps determine what medicines are potentially safe for human use, and it helps advanceRead MoreAnimal Testing Is Wrong1495 Words   |  6 PagesHarmful Testing on Animals is Wrong In American society, many groups and organizations are debating whether or not animal testing should be banned. Some people believe that there are reasons why animal testing should be done. Others believe that animal testing is morally wrong. Some experts believe that there are other options available. I believe that animal testing is wrong based on three observations: animal testing is unethical, pointless, and abusive. Numerous years ago, animal testing was startedRead MoreAnimal Testing Is Wrong?975 Words   |  4 PagesI believe that animal testing is wrong because, the animals are treated inhumanely. Humans have no right to use animals like they are objects that can just be thrown away like they do not matter. These experiments result in extreme and torturous pain. Animals are brought into laboratories and tested on against their will. An estimate of almost twenty-six million animals is used every year in the United States for scientific and commercial testing. Animals are used to check the safety of product,Read MoreAnimal Testing Is Wrong And Cruel Animals1195 Words   |  5 Pageshas made me realize that animal testing is wrong and cruel to animals. I will be going over some of the history of animal testing, giving examples of some of the tests that are being performed, and mentioning some of the laws and acts created. While reading through this think is this test necessary when the animals will be put through cruel procedures. This is why I think that animal testing should be reevaluated to see if it is really worthwhile. What is animal testing some people ask, and whyRead MoreAnimal Testing Is Morally Wrong? Essay1373 Words   |  6 PagesHumans are animals, and as such it is morally wrong to use them to test pharmaceuticals intended for use by humans. Those who support animal experimentation believe it is a necessary evil, in part due to the false information put out by the media. The so-called benefits of animal testing have not helped humans for years, yet in many countries the law still requires researchers use animals to test their medications. In fact, although alternatives have been found, few steps have been taken to put anRead MoreAnimal Testing Is Morally Wrong? Essay1305 Words   |  6 PagesSeeing as humans are animals it is morally wrong to use animals to test human products. Due to the false information put out by the media, those who support animal believe what the media states about it being a necessary evil. The so-called benefits from animal testing have not helped humans for yea rs, but is now legally required in many countries. Although alternatives have been found, few steps have been taken to put an end to animal experimentation. The way activists present their argument isRead MoreAnimal Testing Is Wrong Essay1418 Words   |  6 PagesMany people have animals around the world, whether it be dogs, cats, reptiles, birds, even horses and llamas, and they all love them very much. A lot of people will do anything to ensure the comfort and safety of their companion and friend. Many people may be shocked and horrified to find that over 100 Million animals die each year due to animal testing. This essay will go into more detail about some reasons why people might find animal testing wrong, and some reasons why a lot of people see it asRead MoreAnimal Testing Is Morally Wrong?878 Words   |  4 Pageslot of different types of animals suffer through painful and unnecessary tests. An animal being used for scientific experiments is wrong because it is inhumane, expensive, and unpredictable. Animals in laboratories live lives of loss, pain, loneliness, and torture. Various studies have shown that animal experimentation often does not even help humans. Some even lead to harmful human reactions to the drugs being tested on animals. Yet we continue to use animal testing while other courses of actionRead MoreAnimal Testing Is Wrong Essay1603 Words   |  7 PagesAnimal testing has been around since the third and fourth centuries BC, when it was performed by Greek philosopher-physicians. However, it is unknown when people began to question this process. In today’s society, the idea of testing products on animals has become more and more controversial with numerous groups being created and becoming even more vocal. While people will decide for themselves where they stand in this argument, I would hope that most would agree that animal abuse is wrong. So,